Diagramming Sentences – Coordinating Conjunctions

Before you can effectively write using the English language, or even analyze how others use writing effectively, you need to be familiar with the basic parts and components of the English language. I know grammar isn’t your favorite subject to study and learn (hey, it isn’t my favorite either), BUT knowing and being able to identify these smaller component of your own language will allow you to write more effectively and assess and improve your own writing as the year progresses.

This week we will be examining how to correctly diagram sentences with conjunctions.

We structure each compound element different in our sentence diagrams. Here are examples of how to diagram compound subjects, verbs, adjectives, adverbs, and objects of the preposition.

The following sentences will only contain compound words that you will need to diagram.

  1. Mr. Travers teaches at the school and plays outside at recces.
  2. Matt and Dina learn from Mr. Tavers.
  3. Lori’s blue and green dress has been drying on the clothesline in the yard.
  4. I looked for the jacket in the house and the car.
  5. Scott jogged quickly and quietly onto the soccer field.

Phrases are groups of words that function as a single part of speech. We studied prepositional phrases last week, and now you will learn to diagram sentences with prepositional phrases and conjunctions.

The following sentences will contain compound phrases you will need to diagram:

  1. The students were running in the halls and were sent to the principals office.
  2. My sister drove around the block and up the hill.
  3. The crazy little dog ran out the door and toward the stranger.
  4. Lori and Lisa were laughing and howling at the funny movie.
  5. Jason looked in the garage and around the house.

A sentence is a group of words that express a complete thought. We can make sentences compound by putting two or more independent clauses together with coordinating conjunctions.

The following sentences will have two independent clauses connected by a conjunction:

  1. The little kitty in the basket meowed, and the small girl smiled.
  2. He drove across town, but she walked.
  3. Have you tried, or did you just ask for help?
  4. The man in the backyard cried, for he  fell from the tall ladder.
  5. Should you have been running towards the dog, or should you have been running away from it?
11th Grade American Literature Spring 2018

Revolutionary Women: Phyllis Wheatley

Phillis Wheatley

 

Throughout our study of the literature of the American Revolution we have been primarily reading the texts of the founding fathers and other men of the period. However, women played an important role in the founding of our country and contributed greatly to its literature and political texts. Two women that made significant contributions to the arts and politics are Phyllis Wheatley and Abigail Adams.

 

Brought from Africa on the slave trade, Phyllis Wheatley was given a formal education by her masters, and went on to write some of the most beautiful poetry of early America. Hidden in her poems were criticism of race, religion, and the institution of slavery in America.

In class today we began analyzing her poem ‘On Being Brought from Africa to America’. Please watch the video below of this analysis if you need to review!

 

 

 

 

 

 

 

11th Grade American Literature Spring 2018

The Declaration of Independence

We are examining our founding document – an amazing piece of text that brought us to where we are today, and inspired other nations to declare those own free and independent states.

The original Declaration of Independence, ink on parchment. It has been damaged by light and improper storage, and the text has almost faded completely over the past 241 years.

A facsimile copy of The Declaration of Independence, struck in the 19th century. Copies, posters and prints of the document are made from this copy, not the original.

 

Click here to view the real Declaration of Independence at the National Archive.

As we read, analyze and discuss this document please remember that we are looking at not only its importance historically but also its use of effective syntax, its appeals to rhetoric, and even the flaws of 18th century bias that it includes. Many of the ideals exposed in our founding document are held dear to us, but know the irony in that these ideals as we see them today were not extended to all people living in the new United States.

Please see the videos below over the history of the document and a performance of the Declaration.

Today we also learned how to take DoodleNotes, using The Declaration as an example. Please click here to access the notes.

As we analyze the text, remember to look for the appeals to rhetoric and be able to explain how the syntax of the document make its more effective. Be sure to read The National Archive’s analysis of The Declaration of Independence to inform your own analysis and understanding of the text:

“The text of the Declaration can be divided into five sections–the introduction, the preamble, the indictment of George III, the denunciation of the British people, and the conclusion. Because space does not permit us to explicate each section in full detail, we shall select features from each that illustrate the stylistic artistry of the Declaration as a whole.3

 

11th Grade American Literature Spring 2018

“Give Me Liberty, or Give Me Death” – Patrick Henry

The faces that these guys are pulling are PRICELESS.

The faces that these guys are pulling on Henry are PRICELESS.

As we read two of the most important and powerful texts in the Revolutionary Period – Patrick Henry’s “Speech to the Virginia Convention” and Thomas Jefferson’s “Declaration of Independence”, you will need to continue practicing your ability to analyze rhetoric clearly and efficiently through the SOAPSTone PLUS/Arch method.  As we read through the texts together in class and discuss the use of rhetorical questions and extended metaphor, but sure to add our discussion to your analysis worksheet. You will also need these notes for the Revolutionary unit test later this week.

Be sure to review the videos below from class today on Patrick Henry’s background, and the performance of his speech, if you were unable to get all of the notes:

Additionally, click here to access Henry’s speech if you have misplaced your copy, and click here to access the in-depth analysis packet you will be creating with your groups.

For my ESOL students, click here for a copy of the speech with explanations in the margins. 

11th Grade American Literature Spring 2018

Revolutionary Literature

As we transition from literature of the Puritan period to literature of the American Revolution, it is important for you to understand that history and its accompanying literature transition SLOWLY – the colonist did not simply wake up one day and realize ‘Hey, we’re in a new literary time period! Let’s change our writing style and beliefs overnight!’. We began to see the slow shift from theocratic colonies obsessed with religion to a more secular, democratic society as we read The Crucible and discussed the real life events of the Salem Witch Trails. Below you will find our notes from class outlining what exactly happened to transition the ideas of the Puritan period to the ideas of the Revolutionary period. Additionally, you will also find a complete list of ideas, concepts, beliefs and characteristics of the Revolutionary period that you may refer to throughout this unit.

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Common Beliefs

  1. Faith in natural goodness – a human is born without taint or sin; the concept of tabula rasa or blank slate
  2. Perfectibility of a human being – it is possible to improve situations of birth, economy, society, and religion
  3. The sovereignty of reason – echoes of Rene Descartes’ cogito ergo sum or “I think, therefore, I am” (as the first certitude in resolving universal doubt)
  4. Universal benevolence – the attitude of helping everyone
  5. Outdated social institutions cause unsociable behavior – religious, social, economic, and political institutions, which have not modernized, force individuals into unacceptable behavior

Functions of the Writers of this Period

  1. A searching inquiry in all aspects of the world around
  2. Interest in the classics as well as in the Bible
  3. Interest in nature – the “absentee landlord” phenomenon
  4. Interest in science and scientific experiments
  5. Optimism – experiments in utopian communities
  6. Sense of a person’s duty to succeed
  7. Constant search of the self – emphasis on individualism in: a. personal religion. b. study of the Bible for personal interpretation

Characteristics of the 18th Century

Dawn of liberalism: freedom from restraint; age of revolutions in America and in France (1789); experimentation in science; economic concept of laissez-faire; the presence of the frontier; the development of rational religion known as deism; scientific curiosity; growth in nationalism; growth in materialism; the age of the gifted amateur; and belief in progressivism

(*note: the end of the above video covers Revolutionary literature)

11th Grade American Literature Spring 2018

Setting SMART Goals for Success

 

Each unit this semester I will be asking you to reflect on your progress and create two goals for yourself – I will be setting two goals for all of you, but I’d like you to brainstorm the rest.

These goals should be relevant to your experience in this class – please don’t set goals for Math (I won’t be able to guide and help you achieve those)…these goals should focus on your use of language, communication, writing, analysis skills, or even general academic goals such as improving your time management, finding a more effective way to study, avoiding procrastination, ect.

You’ll be keeping track of these goals, setting a plan of action, and revisiting to reflect on your progress in each unit.

Please click here to access your goal setting sheet if you lost yours, and review the notes below about how to set SMART goals! 

 

 

 

Specific: – A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

*Who:  *What:  *Where:  *When:  *Which:  *Why

Specific means reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, “I want to lose some weight.” A specific goal would be, “I want to lose 10 pounds in 2 months and I will eat properly and exercise at least 3 days a week to accomplish my goal.”

 

Measurable: – Establish criteria for measuring progress toward the attainment of each goal you set.

Describes how each goal will be measured (numeric or descriptive).

When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued the effort required to reach your goal.

Ask yourself:

  • How will I know when the result has been achieved?
  • How will I verify the achievement/performance of this goal?

 

Attainable: – When you identify a goal, write it out and make a plan, you are making an attainable goal. You will see opportunities arise that will help you in accomplishing this goal. You will develop a positive attitude working towards an attainable goal and you will develop traits that will give you the strength to see it through.

 

Realistic: – To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress.

In my book there are no Dreams or Goals too grand, but you do have to be realistic. Make sure the goal you have set is something you are willing and capable of doing. When you set a lofty goal and challenge yourself you will find the reward that much better

 

Timely: – Creates a sense of urgency. Knowing you have to accomplish a task at a certain time makes you accountable. Know what those time lines are. What needs to be done by when. How much needs to be saved by when and take the steps necessary to meet those timelines.

Source

11th Grade American Literature Mrs Pierce Recommends Spring 2018

What skills will I need to demonstrate on Unit Test 1?

Remember, as you prepare for our first Unit Test, you will have to demonstrate the skills we have been practicing in class, not just the information you have learned. You will need to be familiar with the content of:

  • Native American Literature and The Oral Tradition as well as Creation Stories
  • Anne Bradstreet’s ‘T o My Dear and Loving Husband’
  • Johnathan Edward’s “Sinners in the Hands of an Angry God”

But you will also need to show me you can use the skills you’ve practiced with these texts:

  • Identifying archetypes
  • Identifying theme
  • Identifying tone, and pointing to words or phrases the set tone.
  • Understanding how a writer appeals to their audience with ethos, pathos and logos.
  • Summarizing the plot or purpose of these historical texts.
  • Analyzing a text for literary devices
  • Explaining how those devices make a text more effective.
  • Citing textual evidence.
  • Writing constructed responses.
  • Vocabulary from the texts in unit 1.

Be sure to review your notes, go back and watch the videos and posts on this site, and feel free to contact me via Remind 101 if you have questions while you review and study.

 

 

11th Grade American Literature Spring 2018